Entering teaching profession is considered as the most determining stage in a teacher’s professional life. The aim of this research is to explore opinions of novice teachers in Latvia about the role of mentoring in their professional socialization. The following research questions were defined: (1) what difficulties novice teachers faced during their in-service experience? (2) what support novice teachers needed when they started teaching? (3) what the role of mentoring in teachers’ professional socialization is? Qualitative research design was developed for the research. Empirical data were obtained during the focus group discussion with ten teachers representing Council of young teachers (in age below 35) of the Latvian Trade Union of Education and Science Employees, nine semi-structured interviews with novice teachers, and interview with a mentor. Novice teachers face teaching reality which often differs from perceptions about the profession developed during the studies at university. The research shows that teachers from the sample faced following challenges during their first years of in-service: establishing teacher’s authority and self-positioning as a teacher, time management, problems with discipline in a classroom, lack of skills to develop curriculum and lesson plans, difficulties in communication with parents. During socialization novice teachers learned their responsibilities and acquired specific knowledge; appropriate support such as mentoring reduced level of stress and uncertainty while novice teachers adapted to school during the period of transition from pre-service period to in-service period. In relation to mentoring, novice teachers expected that a mentor would introduce them to school traditions and internal rules and would advise on discipline in a classroom as well as would help to develop curriculum. Policy makers should focus on teachers’ support guidelines at national level, which would allow schools to ensure the most appropriate environment for novice teachers so that they would like to continue their careers in teaching profession. Key words: mentoring, novice teachers, professional socialization, teacher retention, teaching profession.

The current article examines how Latvian consumers perceive the sustainability of rural tourism services and locally produced food, with particular attention paid to their views on misleading environmental claims. For small-scale agricultural producers and rural tourism providers, sustainability communication has become common, yet formal regulation and consumer clarity issues often remain uncertain. The study is based on a mixed-methods approach that contains a comprehensive, multi-dimensional literature analysis and quantitative nation-wide survey data analysis (SPSS 27) with a thematic interpretation of consumer attitudes towards sustainability, trust, and greenwashing. The research findings show that while consumers generally support sustainable and ethically produced goods and services, their trust depends heavily on the transparency and credibility of the information provided. Official certifications and clear communication were seen as trustworthy, while vague promotional claims, especially in digital media, were often met with scepticism. The study also reveals how different factors such as education level, income, and place of residence influence the ability to recognize potential greenwashing. Given the growing global concern about false environmental claims, this article provides valuable insights not only for Latvia but also for other countries facing similar challenges in promoting sustainable rural development while preserving consumer trust in the green economy.

The aim of the paper is to describe the phenomenon of the Night of Legends in Latvia particularly focusing on the case of manors in Jelgava county. This event aims to preserve and promote local cultural heritage by active involvement of local community members and visitors (individuals, amateur groups, local businesses, schools, etc.). Thematic activities in manors and palaces are targeted to raise interest and cooperation, what in turn extends the tourist season. The event is organized by the Latvian Association of Castles, Palaces and Manors. The paper includes an analysis of the event’s offer in the context of preservation of cultural heritage as well as interviews with tourism specialists from Jelgava county, particularly involved in organizing the Night of Legends.

The role of local food products in the food system of West European countries tends to increase. Currently, the economic aspects of food in most of the western world are no longer dominant in decision-making, and consumers are willing to pay more for prosocial food. The present research examines support for prosocial food among consumers in Latvia. A consumer survey conducted in Latvia (n = 1000) revealed attitudes and behavior in relation to: (a) food and shopping convenience values; (b) economic values; (c) prosocial values of food consumption (local and environmental friendly food). The purpose of the survey was to make quantitative measurements that reveal the main trends in the society of Latvia and what values are important for consumers, depending on their family status, level of education, place of residence and income level. The scientific discourse reveals that more support for prosocial food is observed among higher-income households living in a city which have children and higher education. Surprisingly, the research results did not confirm this. Although the support of this consumer segment for such food is relatively high, it is lower than that of other consumers. Perhaps the explanation should be sought in the broader context of life values, e.g., sentimental feelings caused by travel rather than belongingness to a particular place; or, it is possible that hedonism prevails in the awareness of social and ecological reality and each person’s responsibility for it, which could be further research problems.

Bioregions are examples of true sustainable development. The desire for sustainability within local communities leads to agreements and the formation of bioregions in which sustainable development is based on practical action. This paper analyzes the concept of bioregions, emphasizing holistic approaches applied to, and relationships with, economic, environmental and social factors in pathways and the pace of specialization for the development of territories, thereby complementing the agricultural dimension and paying special attention to the application of organic farming techniques. The formation of bioregions is based on the desires of local communities, but at the same time, we believe that there are objective factors that influence the development of bioregions. Thirteen factors that could affect the creation of bioregions were selected using factors referred to in research papers, as well as by adding original ones. These factors can be divided into the sustainable agriculture and tourism groups, in which high values indicate a high potential for the formation of bioregions, as well as the intensive agriculture factor group, where high values indicate the benefits of large-scale economies that hinder the formation of bioregions. Cluster analysis identified six potential bioregions in Latvia, each with distinct socio-economic, environmental, and agricultural characteristics: the metropolitan region (dominant indicator-PIT per capita, value 890 EUR), the tourism cluster (dominant indicator—tourists served as a % of the total population, value 28%), the extensive agriculture cluster (dominant indicator—organically certified UAA, value 14,645 ha), the nature and education cluster (dominant indicator—protected areas, value 7587 ha), the intensive agriculture cluster (dominant indicator—profit from productive land, value 278 EUR ha⁻¹), as well as a non-specialized cluster (no strongly dominant indicators). This paper describes each cluster and discusses its potential for bioregion development.

Collaboration in all educational institutions including pre-school establishments is a topical issue especially within the framework of competence-based learning approaches. The aim of the study was to find out what is the collaboration between pre-school and parents in relation to the acquisition of pre-school curriculum which in Latvia is defined as compulsory for children in the age of 5 to 6 (7) years. A quantitative approach was used in the research and two surveys were conducted in April 2020. Both parents and pre-school teachers who work with 5 to 6 (7) year old children were asked to participate in the on-line survey, which was developed in the platform VisiDati.lv. Analysis of collaboration between parents and preschool was based on the framework of six types of school-family-community involvement created by J.L. Epstein. The research analysis revealed that pre-school teachers and parents have different understandings of the child’s need for parental support so that parents can get involved and promote the acquisition of compulsory pre-school curriculum. Teachers and parents have clear communication channels to fully exchange the necessary information, however, to form collaboration, teachers have difficulties in developing individual curricula in some cases. The research results are useful to understand what hinders cooperation and how to improve it.